At the dawn of artificial intelligence, geopolitical intersections and education in Michoacán

This article analyzes the intersections between artificial intelligence (AI), educational technology (EdTech), and public education reform in Michoacán, Mexico. In the face of enduring socio-economic challenges and digital inequality, this research explores how AI and EdTech can serve as catalysts for inclusive, transformative education. The study adopts a transdisciplinary lens that integrates perspectives from neuroscience, pedagogy, sociology, and informatics. It highlights how geopolitical tensions, public policy discontinuities, and infrastructural deficiencies condition the implementation of digital education strategies in marginalized regions. Using qualitative data, case study analysis, and policy review, the research underscores both opportunities and systemic risks linked to rapid technological integration. The Michoacán Digital Program serves as a case study, illustrating how AI-driven educational tools like personalized tutoring platforms have shown potential to improve academic performance, while also revealing limitations due to unequal infrastructure and insufficient teacher training. The article concludes by proposing a contextualized framework for digital education policy that emphasizes ethics, inclusiveness, and local adaptability. Overall, the study contributes to the discourse on educational justice in the digital era by framing AI not as a universal solution, but as a tool whose success depends on social, political, and economic alignment.